This report evaluates changes in teacher behavior resulting from a one-week orientation program. Teachers at School A attended an orientation program which stressed the problems of working with inner-city children and the resource personnel available to help them. Teachers from School B, a second inner-city school without an in-service program served as a control group. The Rokeach Dogmatism Scale, Background Information Questionnaire, Teacher Reaction Questionnaire and two attitude questionnaires were administered to teachers of both schools. Results of the study indicated no differences on either the Q-sort or the Semantic Differential between School A and School B. Orientation programs, despite the results, were considered valuable experiences for the teacher; however, careful thought should be given to the kind of experiences and activities in the program. Six postulates were suggested as guidelines: a) clear and specific goals must be set, b) participants must be aware of the goals, c) participants must agree on the goals, d) the means to achieve the goals must be based on the needs of the participants, e) a more effective program is initiated by the participants, and f) an in-service program is effective if it increases the competence of a participant in a role which he plays inadequately. A 19-item bibliography and appendixes of related material are included. (MJM)